FR Interventions
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Tarrant County College, Fort Worth *
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Course
1302
Subject
English
Date
Dec 6, 2023
Type
docx
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4
Uploaded by tkplonghorn
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Pruitt
Taylor Pruitt
EDUC 4243
Professor Potter
16 November 2023
Interventions Field Experience
There were four interventions I observed during this lesson with Mrs. Gann
and her kindergarten class. I observed two verbal interventions and two non-
verbal interventions. Let’s start by reviewing the verbal interventions I
observed. The first intervention was when the students first arrived at class
and sat down at large group. There were students rolling around on the floor
or playing with their carpet square. This caused Mrs. Gann to pull out their
classroom behavior and expectations chart to go over with them as a large
group. There were things such as keep your hands and feet to yourself, if you
have a question, you raise your hand, is it time to mess with your shoes? Is it
time to go to the bathroom? etc. The second verbal intervention I witnessed
was a student that was messing with another friend during large group and
Mrs. Gann had asked the student several times to stop, as well as the other
student asking them to stop, and they did not want to listen. Mrs. Gann then
told the student that they were going to have to practice keeping their hands
to themselves. The teacher has a practice wall that has various signals of
what the student might have to practice, and the student must put their
picture under the task they are having to practice. If a student must practice,
they also loose a Dojo which is a reward system Mrs. Gann uses to give
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students points for on task/helpful behavior to earn different treats or prizes.
I found these to be very effective in getting students to fix their behavior
because they did not want to have to practice and lose a dojo. The behavior
chart also helped reaffirm to students how they were supposed to act and
what actions could help them earn dojos or get dojos taken away. When Mrs.
Gann was going over the classroom expectation rules the students would fix
what they were doing and sit the right way and when she would ask them
questions about what they were supposed to do (ex: what do we do when we
have a question? The students responded with “raise your hand”). The
student who had to practice was very upset they were having to lose a dojo
for having to practice. However, the student did not have to be redirected for
their behavior after that and Mrs. Gann told the student if they fixed their
behavior maybe they could earn the dojo back.
Next let’s look at the non-verbal interventions. Mrs. Gann has a “Blurt Chart”
at the very front of large group that has all of the students’ names on it, and
three spots next to each name for Velcro stickers to be placed. If a student
was talking when she was talking, making random noises with their mouth,
banging their feet on the floor, etc. she would just grab a blurt sticker and
put it next to their name. If a student received three blurts, they would also
loose a dojo. The next non- verbal intervention has several examples in it;
however, they all fall under the same category. Mrs. Gann would use hand
signals to redirect student behavior. If a student’s messing with a friend or
rolling around the teacher would first, try to redirect with the sign language
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signal for stop. Another hand signal she used was holding an L up to her ear
to instruct students to listen, or using the sign language sign for wait if they
were raising their hand to ask a question when she was in the middle of
teaching a lesson. I felt as though areas in the non-verbal interventions were
not as effective. The blurt chart did help students see if they were close to
losing a dojo and they would fix their behavior. However, the hand signals
really did not change a student’s behavior. Most students would just look at
her and wait for her to look away before engaging in the same behavior.
Overall, I loved the idea of having a classroom rules, expectations and
behavior chart. If you go over, it with the student first thing in the morning
there was no reason for them to not know how they were supposed to be
behaving in large/small group. If they chose not to follow those rules, then it
was of their own choice to lose a dojo or have to practice. It was sad to see a
four- year-old cry, but they do have to be held accountable for their own
behavior. As far as the non- verbal interventions go, I think the blurt chart is
a great idea, but I do not feel as though the hand signals were the most
fitting for this age group because it really did not help redirect their behavior
any. I do however think they would be beneficial in an older age group.
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